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“LEADERSHIP, CITIZENSHIP, AND NATION BUILDING FOR OUR TIMEs”

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A UNIvERSITY—BASED, OFFICER TRAININ PILOT I A M AT THE UNIVERSITY OF oin our

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NIVERSITY OF Photos: Courtesy of the Archives and Valeria Ferguson ALBERTA Cover vignette: UofA COTC Cap Badge III, April 1941, UAA 72-58-466 By building upon its established reputation for leadership, the University of Alberta celebrates its past, and in so doing realizes the lessons of that past and applies those lessons to its advantage in the present. But, it also has an eye on the future, particularly in taking advantage of new program opportunities, and resulting new opportunities for present and prospective students.

This proposal for an Officers Training Program builds upon a proud legacy. It draws inspiration from the leadership tenets of the University’s Dare to Discover: A Vision for a Great University, and is consistent with that vision. It is a proposal for a program to hel~ develop the initiative, self-discipline, and leader~hip potential of cohorts of students. It will develop their sense of citizenship and responsibility to others; it will bridge the gap between ’s military and civilian cultures; and it shouldultimately broa~den the experience and outlook of our public, professional, and parliamentary leaders. ‘ -

Those goals are well illustrated in ths document by~the career of FIt Lt Valera (Va) Ferguson (RCAF, Ret), one of the University of Alberta’s own alumnae, and a distinguished graduate of the University Reserve Training Program. This document also complements a 50-minute video, No Country for Young Men (Breakout Educational Network? Stornoway Productions), the story of the Canadian Officer Training Corps, which features prominent Canadians who cornpleted such training. CANADP~S MILITARY AND THE UNIVERSITY OFALBERTA

Although the relocation and centralization of support for forty-seven regular force and reserve military units, of all. types, at Canadian Forces Base (CFB). (Steele Barracks) occurred more than a decade ago, in 1996, it was only with the University of Alberta Library’s acquisition of the Sir Samuel Benfield Steele Collection in 2008 that the University and Canada’s military establishment were drawn together in a collaborative relationship that continues to blossom in both expected and unexpected ways. For example, an early product of this new link is the establishment by endowment of the Canadian Forces Chair in Rehabilitation Sciences, with its emphasis upon the specific medical needs of military and civilian personnel wounded, injured, and otherwise disabled in the line of duty.

As a result of this closer relationship between the military and the University, both Provost and Vice-President (Academic) Carl Amrhein and Vice-Provost Ernie Ingles have engaged in conversations with military commanders to explore projects of mutual interest. These discussions led to representation at the symposium Leadership, Citizenship, and Nation Building for Our Times: Is There a Role for Officer Training in Universities? held in the West Block of the Parliament buildings in Ottawa on 21 October 2009, with senior r~,ilitary officers, government officials, members of the Commons and the Senate, and university representatives.

•1 THE “CANADIAN NATIONAL LEADERS PROGRAM”

The “Canadian National Leaders Program” is a citizen’s initiative of the Breakout Educational Network working with both the government and military to restore the connections between Canada’s military, civil, and academic communities. It aims to raise the public’s perception of the military as a valued and sustaining national institution through the education of future leaders to develop achievable and linked foreign, defense, and security policies.

Adoption of the “Canadian National Leaders Program” by Canada’s institutions of higher

learning — an updated version of Canada’s three former service training programs* —

258961 seeks to renew bonds between the military coTc Rifle Range, March 1943, UAA 7 and the academy; train future leaders and citizens who are informed about defense and security issues, as well as the role and value of the military; provide a pool of both serving and reserve officers; yield a strengthened military reflective of national values and perspectives; and revitalize the ethos of national service. As with the earlier programs, participating students would experience a full spectrum of militarytraining activities, delivered locally and nationally by local reserve as well as active-service units; benefit from paid summer employment and other financial support; and enjoy camaraderie while developing their potential for leadership. In addition, without disturbing traditional curricula of choice, one can imagine enhancing their programs with additional elective courses taken in many different faculties, including the wide spectrum of courses and degree programs offered in French at the University’s Campus Saint-Jean. The University envisions applying interdisciplinary coordination to ensure the most enriched curriculum possible for participating students. HISTORICAL ANTECEDENTS & TRADITIONS

With the withdrawal of British military garrisons from Canada, the Royal Military College was established at Kingston, Ontario, in 1876 to provide a cadre of professional officers with a higher level of training than that afforded by militia units and university rifle corps. However~ the supply of RMC graduates was insufficient to satisfy the needs of the military establishment immediately prior to the outbreak of WWI. Therefore, the turned to its universities, some of which established contingents of the Canadian Officers Training Corps (COTC) in 1912 as war in Europe loomed on the horizon. For more than half-a-century, through both war and peace, the COTC and its later variants and naval and air force adjuncts, distributed across 27 university contingents, provided Canada’s armed forces with a stream of commissioned officers. As home to one of the earliest and largest COTC contingents, the University of Alberta played a long and illustrious role (see Appendix).

By the 1960s, however; in the midst of a booming economy and plentiful job market, the number of trainee officers who opted to serve in the forces upon graduation dwindled, since by then the decision whether to do so had become entirely optional. Therefore, in 1967 the Department of Defense announced that it would terminate the program the following year because it no longer justified its operating costs. In its place, a Reserve Officer University Training Program (ROUTP) was established in 1969 (later renamed the Reserve Entry Scheme for Officers, RESO), which continues to enroll university students, but which has no visible presence on Canada’s university campuses. The 1995 closures of British Columbia’s Royal Roads Military College and Quebec’s College militaire royal further consolidated military training atthe RMC in Kingston, and thus increasingly isolated the education of military officers from the education of other professionals.

In addition to widening the gap between Canada’s civilian and military establishments, the abolition of university- based programs in military leadership deprived the universities of valuable teaching tools that throughout the critical decades of the 20th century helped them to produce leaders in the realms of business, education, , law, politics, and the military, and thus advance the causes of leadership, citizenship, and service to the nation.

The proposed Canadian National Leaders Program seeks to renew those earlier; university-based programs for the benefit of students, universities, and the country. It will combine the leadership training capacity of the Canadian Forces with the highly developed academic leadership capacity of the University of Alberta, in both Canada’s official languages. It is less about creating recruits for either the regular forces or the reserves, since it would entail no commitment to join the Canadian Forces upon graduation, than about - ~ preparing young people to become ~ !~ leaders in a wide range of professions ~... ;~j~ ., ~ •jjjjl. ~. ~ ~ and callings. A university-based officer ., . training •program develops skills in 111 G~L B~L~LLU~1lJ J ~ leadership, teamwork, communication, - physicalfitness, personal presentation, . ~ ~ . decision making, problem solving, -- ‘t organization, management skills, and a greater appreciation of Canadian - history and civics. It also promotes the development of the personal attributes of flexibility, reliability, initiative, loyalty, responsibility, and resilience.

co~c Band in the quadrangle, October 1929, UAA 80 7-69 3 In the four decades that have passed since the abolition of campus-based officer training, the gap between Canada’s civilian and military cultures has widened, to the detriment of both. While the benefits to students who once chose to participate in officer training are manifest among many men and women alumni of the COTC, UNTD, and URTP, the nation at large would benefit in future if more of its public, professional, and parliamentary leaders shared a similar experience of military training.

The Federal Government might soon be seeking a veryfew academic institutions with which to partner in developing pilot programs for the on-campus training of officers. Senior officers at CFB Edmonton have warmly endorsed the University of Alberta as a preferred participant, and, indeed, they actively encouraged our participation. Indeed, with the base and military leadership so close at hand, we are well positioned to fulfill the requirements of such a program as it evolves. An added benefit would be the creation of a more visible presence for the military on campus, although its extent is as yet undefined. Because it would bring additional students to the campus who would not only be academically qualified, but also fully funded by the government, Provost Carl Amrhein is committed to undertaking a pilot program should such an opportunity arise. The potential benefits of such a program and its students warrant giving serious consideration to this proposal.

* Canadian Officer Training Corps (COTC), 1912-68; University Air Training Plan (later University Reserve Training Program, URTP), 1941-68; University Naval Training Division (UNTD), 1943-68.

R.A. Preston, Canada’s RMC: A History of the Royal Military College (Toronto, 1969).

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co~c officers Annual Mess Dinner, February 1934, UAA 69-95-42

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“4 “THE NATION THAT WILL INSIST ON DRAWING A BROAD LINE OF DEMARCATION BETWEEN THE FIGHTING MAN AND THE THINKING MAN IS LIABLE TO FIND ITS FIGHTING DONE BY FOOLS AND ITS THINKING DONE BY COWARDS.”

Lt-General Sir William Francis Butler (1838-1910)

After serving in Wolseley’s Red River expedition (1870-71) as the army’s advance intelligence officer~ Butler accepted a commission from the Lt-Governor of the Northwest Territories to investigate and report on conditions in the far West. He recounted his journeys in The Great Lone Land: An Account of the Red River Expedition and Other Travels andAdventures in Western Canada (1872). The creation of the North-West Mounted Police stemmed from one of the recommendations in his Report. Butler’s second Canadian foray in 1872-73 yielded an equally celebrated sequel: The Wild North Land: Being the Story of a Winter Journey, with Dogs, across Northern North America (1873). Butler later recruited Canadian voyageurs for service in the expedition to relieve General Gordon at Khartoum.

co~c on parade, Janua 1924, UAA 69 97-868b

5 VAL FERGusoN’s STORY

Valeria Aline Ferguson (née Liss) was born in Barrhead, Alberta, and attended a two-room high school in nearby Sangudo, where she learned from a guest speaker about educational opportunities for young men to serve in the military while attending university. “To me, it all sounded very exciting,” she remembers, “because many airplanes passed over our farm at Sangudo, which was on the flight path between Edmonton and Fairbanks. I always imagined that Wop May was flying by and smiling at me. During the question and answer period I said, ‘That’s all very well and good for the men, but what about the women?’ I think I rather startled this gentleman because he said, ‘Well, only if you are going into home economics and become a dietician; the Air Force is short of dieticians.’ So from then on, I directed everything towards that career.”

“I was the fourth of seven children, and although Polish families placed more emphasis on educating men, my Dad encouraged me to enter the military if I wished, but warned me I’d be on my own. When I went to the University of Alberta, at my very first opportunity, I went and registered in the University Reserve Training Program, one of three women who joined that year and received officers’ training. When I joined the military there were a lot of people who didn’t know very much about it, but we were all patriotic. And I was thrilled, because it gave me money for tuition, summer employment, and a chance to travel.

“As a member of the University Reserve Squadron, we went once a week to lectures and we were taken on flights to various air force bases. I still remember my very first orientation flight: it was in a Cl 19 ‘Flying Boxcar~’ a big freighter, ugly as sin, and very cold. They issued parachutes to all of us. Now, how on earth somebody on their first flight would have ever bailed out of a Cl 19, I have no idea; there was no way I could have bailed out of that plane. I said to one of the pilots, ‘Where are we now?’ And he said, ‘Oh, I’ll show you.’ And the next thing I knew, we ‘buzzed’ the Ellerslie grain elevator.

“We took courses in leadership, marksmanship, military history, and nuclear defence. One summer~ we attended the School of Instructional Technique at Trenton, Ontario. We took courses on effective writing and speaking. There was a great variety, and I must say that many of those courses helped me in later years. The leadership training was excellent and gave me a lot of self-confidence. I was one of two cadets chosen to go through a commercial, military dietetic training course in Toronto, a five-month program, plus training at a veterans’ hospital, followed by further training at an Air Force base. We knew we were a test case, and we were determined to succeed and not spoil things for anyone following us.

II~ “After graduation, I was commissioned as a Pilot Officer (later promoted to Flight Lieutenant) in the Regular Forces on May 17th, 1957, went overseas, and served at Marville, where two of our RCAF fighter squadrons were based. The food we served was local produce, although the bulk of our supplies came from Metz, because the American base there had a far bigger food service operation. In addition to managing the food services, I also served as a guide to meet and escort many of the dignitaries and VIPs who passed through our base. I travelled around Europe in my free time, and met a lot of very interesting people through my association with the Air Force. I was also made an honourary member of every one of those RCAF squadrons. I’m still a member, and get invited to their reunions.

“After leaving ~the forces, I married, and taught in high schools. Those courses in public speaking helped me considerably in the classroom, where I never had any problems with discipline. However, I did notice a difference in attitude among my senior students, one of indifference, or even hostility toward the military. But I believe that attitude has totally changed since then, and young people are more open to choosing a military career. Many other fields have opened to women since then, and travel is now so much easier and affordable, so the military is perhaps a less attractive option than it was for me. But Escorting Henrietta, Lady Banting, widow of the co~discOVerer of women are apt to tackle things that challenge them, and I would love to see the officer training program revived on university campuses.

“While today we are focused less on nuclear defence and concern about missiles coming over the North Pole, and more about patrolling our coastlines and asserted sovereignty over our lands and resources, we cannot afford to be pacifists. While patriotism is a factor — you should be proud of your country and proud of your uniform — I think many people would welcome it because they realize that our military needs highly trained officers, and that it would provide incentives for students to pursue higher education through financial support, as well as guaranteed employment, and the leadership skills and training to pursue other opportunities in the future.” With the Hon. , Lt Governor of Alberta, and his wife

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Bandmaster Janzen &COTC Band, 1930, UAA69 97-859

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~ ~.-,•. APPENDIX: HISTORICAL BACKGROUND THE UNIVERSITY OF ALBERTP~S INVOLVEMENT WITH THE MILITARY

Early in .1914, Major Vernon Eaton, with President ’s approval, gave a lecture on military matters to 15 students. At Tory’s request, he submitteH a report in which he recommended the establishment of an officer training program at the University “in order to start the graduates bfthe University with a sound view of the country’s military necessities.”1 Although the Board of Governors appeared favourably inclined, when a motion to this effect was proposed by Tory and a second member of the University Senate that an optional course of instruction in military history, tactics, and organization be established, two other Senate members suggested postponing the measure until physical training programs could.be more fully developed. This second motion was lost, as was one by the same members that.a “course in peace” also beoffered. Tory thought that such a course should.be taken on by the Extension Department;2 With the coming of WWI, the latter idea was not pursued further.

The local Canadian Officers’ Training Corps (COTC) was established later ii~ 1914 and remained a presence at the University until 1968. The UofA contingent offered students military training and a vehicle for fulfilling the University’s physical education requirements. As a former McGill University professor and administrator, Tory was well aware of the university rifle clubs that had been in operation much earlier, and the establishment of an officers’ training corps at both McGill and Laval Universities before the outbreak of war. On Tory’s re~ommendation, the Senate approved the estabIi~hment of an Officer Training Corps for the University of Alberta. It was modeled on the program that existed in Great Britain; students who took thecourse had to pass the British War Office’s officers’ exams before they could obtain a lieutenant’s or ca~tain’s commission, a practice that continued until 1940, when the Canadian bepartrnent of National Defense began administering the tests.

Given the patriotic enthusiasm at the outbreak of war in 1914, it is little wonder that almost all able-bodied male students imm&diately signed up for military training, thus enabling Tory to declare in 1914 that the COTC would be mandatory for all male students. However~ he was forced to make it voluntary, when the students protested that cothpulsory.military training reflected badly on their patriotism. Classics professor W.H. Alexander was made cámmar~ding officer of the University’s COTC contingent. Other professors were involved as well, both as instructors and as parade-ground foot soldiers..President Tory took to the drill field himself in a private’s uniform.

In 1915, the University of Alberta students joined with others of the five university companies mobilized to reinforce the Princess Patricia’s Canadian Light Infantry regiment. In 1916, Alberta, together with the Universities of , Saskatchewan, and British Columbia, formed the 196th Universities Battalion. The Alberta students, together with their friends, formed “C” Company.4 The Department of Extension, using its extensive connections with literary societies and clubs, abandoned a good part of its normal activities, and devoted itself almost exclusively to patriotic work.5 In addition, the University established a Soldiers’ Comfort Club. Tory was proud of the “fact that the West, which is supposed to be the least loyal, has done far more than the East in proportion to its population.”6 r, In 1916, the UofA sent a company of the 196th Western Universities (Overseas) Battalion under - .~ . commanding officer H.J. MacLeod, who later headed’ r~~j ~ ~ the Department of Electrical Engineering. In that ‘~1j~ ~ ~ same year medical students under the command of ~ ~‘.‘ . Captain H.H. Moshier formed a section in the 12th : -~ ~ ~ -“4 Field Ambulance unit. A young Englishman named .~ S~ ~ k Reg Lister served as Moshier’s batman and went on 4 . .~ ~ to play a prominent role in student life at the UofA. ~ , ~. -.0; 1n1918,ProfessorsA.L.BurtandG.L.Steerorganized

. ‘~“ a tank battalion.

~ I ‘ By 1918, over 440, or almost 50 percent of the student body, and 50 percent of the teaching staff joined ~ .~ ~ :~ .~ ~. ~ “ the armed forces either as officers or in the ranks ? ~ Of the 484 students and staff who served in ~l, 82, or 17 percent, were killed in action. The University also contributed in other ways to the war effort. One of its prominent professors, R.W. Boyle, went to England, worked with Sir Ernest Rutherford at Cambridge, and developed sonar as a means of detecting submarines. In 1915, President Tory offered to furnish a 1040-bed hospital, an offer that the government declined.8

During the 1920s, the COTC remained one of the most vigorous and popular organizations on campus. In spite of war weariness and drastc reductions in Canada’s military establishment, over 200 students, or 25 percent of the male student population, enrolled in the COTC.9 The student soldiers took great pride in achievements such as finishing second in the 1924 Rifle Competition, beating McGill in the process. In addition to the usual infantry, signals, and medical training, the COTC also featured boxing and wrestling. In 1922, air force cadet training was added. COTC members participated in the wider community, such as providing an honour guard for the annual opening of the Provincial Legislature beginning in 1927. The COTC brass and bugle band, formed in 1923, began broadcasting twice weekly radio concerts in 1927, and provided music for skaters in the covered Rink that opened in 1928.

As the Great Depression unfolded in the 1930s, the COTC remained popular, doubtless because it offered the prospect of pay and summer employment. In 1932,69 candidates successfully completed their training. This was the largest number of graduates in all universitiesin the British Empire. In 1936, 94 students received their certificates. In 1937, out of 241 cadets, over 100 passed the certificate exams. When war was declared in September 1939, over 700 students enrolled in the COTC and related service programs. To accommodate them and their instructors, the Varsity Rink was opened for drilling, until a separate drill hall was erected. Accommodation continued to be a problem throughout the war years. The University eventually relinquished its three residences, Athabasca, Assiniboia, and Pembina Halls, St Joseph’s and St Stephen’s Colleges, and the (aka Corbett Hall) for the use of the military.

10 In 1941, the Government called up all able-bodied men for service training, overwhelming the COTC, and resulting in the creation of an Auxiliary Battalion that enabled students to continue with their university studies. In 1942, students were asked to sign a declaration of willingness to go on active service, which led to a decline in enrollment. In 1942, the University established the Women’s War Services unit under the direction of Ms Mabel Patrick. All “Freshettes” were required to take physical training, drill, and rifle training. By war’s end, this service had been reorganized as the Women’s Army Division. In addition to Red Cross and St John’s Ambulance training, women also learned motor vehicle maintenance. All such training was “not to interfere with the students’ academic work and will be of such a calibre as not to be unduly burdensome to the student either physically or mentally.”

The year 1942 marked the establishment on campus of the University Air Training Program (UATP); members of Number 8 Squadron each received over 200 hours of training. That year the University also provided space for the RCAF’s Number 4 Nutritional Laboratory, and in October President Newton authorized the formation of a UATP flight at Mount Royal College in . Air Force cadets and other ranks in the Number 4 Initial Training School (ITS) were housed in the three residences and Normal School, which created tension j. with other students until December 1944, when recruiting for the air squadron was discontinued with the ending of the British Commonwealth Air Training Program.

In 1943, a University Naval Training Division (UNTD) was established on campus, under the command of Dr A.W. Matthews, Director of the School of Pharmacy. The UNTD featured divisions Id named for Admirals Nelson, Rodney, and (later) Anson and Benbow. Cadets, affectionately known as the “Untidies,” undertook much of their training off campus in a building dubbed H.M.C.S. Nonesuch.11

In 1941, exemption from military training UNTDcadetsonwestcoasttraifliflgexercise 1962 AA71 4-79 was granted to senior students in medicine, engineering, and dentistry. By 1943, the Auxiliary Battalion of COTC was eliminated as men went directly into the service. However, the officer-training component of the COTC continued. The UofA’s record during WWII was exemplary. The University contingent provided over 2300 personnel on active service. One famous platoon included both Walter Johns and Andrew Stewart, future presidents of the University. With the ending of the war~ the need of

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-p the services for university officer cadets was drastically reduced. As early as 4 . November 1944, the ITS was disbanded,’ - as was the Nutritional Laboratory the ai~—-•-~‘~-~ ‘-.‘-~-q -~ ‘I following year, its equipmentturned over to the Univer~ity. By 1947, enrollment in 7 the UNTD was down to 33, and in the

•~ ,1~ COTC to 4 officers and 120 cadets.

During the ~te 1940s and 1950s, annual enrollment fluctuated, even during — the Korean conflict. In 1948, the RCAF Auxiliary Squadron was established, but only. as a lecture program. In 1949, the army requested President Newton UA~71 197 •-.“make a public staten~ent indicating - 3rd University Company that you and the University’s authorities ook upon the armed forces’ training as a useful

- and important phase of higher , worthy of everybody’s support.”12

In 1951, Number 107 University-Squadron RCAF was established at the University as an outgrowth of the existing RCAF (AuxiIia~y) University Flight, which began operating ir~ 1948. That year also saw the establishment ofa flight of the 107 Squadron and a branch of the COTC at the UofA’s Calgary campus, and ~he addition there of a UNTD unit in 1963, which’ only lasted two years.

ln.1960;-President Walter Johns wrote to the student body recommendir]g the opportunities afforded by the

- ~COTC and noted that he had himself been a memberof the UofA contingent from 1941 to 1949. He Observed

- that.the prog~am offers ~‘an experience of immense value to future leaders.” . Nonetheless, the 1960s were years of uncertainty for Canada’s armed forces. Despite the continuatior of the “Cold War” and rising military e~énditures, ~n 1964 the ‘University ~eservês, aldng with other reserve -forces, were reduced by 50 percent, and there was talk of further reductions and integ~ation. In October 1967, th~ University was advised that the UNTD, the ~OTC, and theURTP ~ouId be discontinued in 1968: “Although the armed forces have a continuing need for university-trajn~d officers both in the l~eguIar and Reserve forces, a point has been reached where the discontinuance of the University Reserve programm~ must be considered.since it-is no longer providing officers for the Reserves in suffi~ie~,t numbers to-support tl~e cost of the programme.” Johns replied that he was “inclined to feel somewhat nostalgic about this decision since it means the end of a long tradition of University Reserve

training,” but he accepted that the stepwas inevitable.14’ • - The University of Alberta’s involvement in military training was long and distinguished — from 1914 through 1968

— encompassing two world wars and the Korean conflict. The University viewed such training as part of its efforts to provide students with a well-rounded education, while also serving the nation. From the beginning, prominent members of staff, including Presidents Tory, Johns, and Stewart, long-serving librarian Donald Cameron, and numerous other members, donned uniforms, set an example for the students, and played a prominent role in the University’s contribution to Canada’s military.

1 Major Vernon Eaton, Report on Military Instruction, University of Alberta, 14 April 1914, University of Alberta Archives, UAA 69-9-453.

2 Walter H. Johns, A History of the University of Alberta, 1908-1969 (Edmonton, 1981), p.50.

Roderick C. Macleod, All True Things: A History of the University of Alberta, 1908-2008 (Edmonton, 2008), p.44.

‘I H.M. Tory Papers, UAA 68-9-457.

Acting President WAR. Kerr to Sir Herbert Ames, M~ 25 January 1916, U~AA 68-9-457.

6 H.M. Tory to Major A.C. Rankin, 21 August 1915, UAA 68-9-457.

Johns, History, p.53.

8 Tory to Rankin, bc. cit.

Macleod, All True Things, p.44.

Unsigned memo, 10 September 1941, UAA 68-1-3/4/8/11-7; L.G. Thomas, The University of Alberta in the War of 1939-45 (Edmonton, 1948).

11 J.D. Kyle, History of the University Naval Training Division, University of Alberta (Edmonton, 1963).

2 Dept of National Defense, Headquarters, Western Command . to R. Newton, 14 September 1949, UAA68-1-3/4/8/11/2. ~ .1

13 WalterJohns papers, UAA68-1-2189. ,.“ , . 14 A Paper on University Reserves; Hon. Leo Cadieux, Minister of National Defense to President Walter Johns, 22 September 1967; and Johns to Cadieux, 3 October 1967, UAA 71-101-82.

Varsity women drilling, October 1941, UAA 72-58-573

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